Key Skills Development

Key Skills Development
You have almost completed your Foundation Degree and you will soon be going into the industry to start your careers in coaching. As the final part of your development you need to show you have a detailed understanding of children’s learning. You will also need to evaluate your own development since you began learning on the course.

Assignment 2 (50%)
Learning Outcomes:

1.    Explain  how children gain and develop early literacy, language, mathematics and ICT skills (A2)
2.    Incorporate the development of children’s literacy, numeracy and language skills in the planning and delivery of coaching activities (A2, A3)


In order to pass this assignment you must:

•    Achieve a minimum of 85% attendance
•    Use a multi-media format to present your work
•    Include photographs of the coaching sessions to support your files


Bruce,T.(2005) (3rd Ed) Early Childhood Education, London : Hodder Education
Dean, J., (2005) A teaching assistant’s guide to primary education; London ; New York : Routledge
Giffords, S. (2005) Teaching Mathematics 3-5:developing learning in the foundation stage, Maidenhead:Open University Press
Johnston, J. (2005) (2nd Ed) Early Explorations in Science, Maidenhead: Open University Press
MacNaughton, G. (2003) Shaping Early Childhood: learners, curriculum and contexts, Maidenhead: Open University Press
Pound, L. (2006) (2nd Ed) Supporting Mathematical Development in the Early Years, Maidenhead: Open University Press.
Poulter, T. and Basford, J. (2003) Using ICT in Foundation Stage teaching, Exeter: Learning Matters
Siraj-Blatchford, J. and Whitbread, D. (2003) Supporting ICT in the Early Years, Maidenhead: Open University Press
Smyth, J. (2007) Enhancing Early Years Science, Stoke on Trent: Trentham
Whitehead,M. (2004) (3rd Ed) Language and Literacy in the Early Years, London ; Thousand Oaks : Sage
Woodward, M.and Peart, A., (2005) Supporting education : the role of higher level teaching assistants. London : Association of Teachers and Lecturers.

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